What are the scope of practice implications for PMHNPs providing both physical and mental healthcare, including prescribing considerations?

Code of Ethics

Preparing the Discussion

Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

General Directions

Source: American Nurses Association, American Psychiatric Nurses Association, & International Society of Psychiatric-Mental Health Nurses. (2022).  Psychiatric–mental health nursing: Scope and standards of practice (3rd ed.). American Nurses Association. 

Review Standard 5: Implementation in the above text, pp. 66-76. Select two of the following competencies to address in your discussion: 

· Standard 5A: Coordination of Care 

· Standard 5B: Health Teaching, Health Literacy, and Health Promotion 

· Standard 5D: Pharmacological/Biological Therapies and Prescriptive Authority 

Include the following sections

1. Application of Course Knowledge: Answer all questions/criteria with explanations and detail.

a.  Summarize the two selected competencies.

b. Address the two questions below that relate to your selected competencies: 

I. Standard 5A: Many PMHNPs are employed within psychiatric facilities and may be asked to complete the mental health intake assessment and the admission physical, as well as prescribe and monitor all medications during the inpatient stay. What are the scope of practice implications for PMHNPs providing both physical and mental healthcare, including prescribing considerations? 

II. Standard 5B: As a practicing PMHNP, how will you respond to clients who request medications or treatments based on information they researched on the internet?

III. Standard 5D: New medications are frequently developed and released. What strategies will you use to remain current in your knowledge of new psychopharmacologic options for your clients? What resources exist to help you? 

c. Provide an example of how you would apply each of the selected standards in your future practice.

2. Integration of Evidence: Integrate relevant scholarly sources as defined by program expectations.

a. Cite a scholarly source in the initial post. 

b. Cite a scholarly source in one faculty response post. 

c. Cite a scholarly source in one peer post.

d. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week. 

e. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations. 

NR548_Week 2 Discussion
Criteria	Ratings	Pts
Application of Course Knowledge view longer description	40 pts Excellent All requirements met. 36 pts Very Good 5 requirements met. 33 pts Satisfactory 4 requirements met. 20 pts Needs Improvement 1-3 requirements met. 0 pts Unsatisfactory No requirements met.	/ 40 pts
Integration of Evidence view longer description	25 pts Excellent All requirements met. 23 pts Very Good 4 requirements met. 21 pts Satisfactory 3 requirements met. 13 pts Needs Improvement 1-2 requirements met. 0 pts Unsatisfactory No requirements met.	/ 25 pts
Engagement in Meaningful Dialogue view longer description	25 pts Excellent All requirements met. 21 pts Satisfactory 2 requirements met. 13 pts Needs Improvement One requirement met. 0 pts Unsatisfactory Two or more required critical elements are missing.	/ 25 pts
Professionalism in Communication view longer description	5 pts Excellent 0–1 errors. 4 pts Very Good 2–3 errors. 3 pts Satisfactory 4-5 errors. 2.5 pts Needs Improvement 6-7 errors. 0 pts Unsatisfactory More than 7 errors.	/ 5 pts
Reference Citation view longer description	5 pts Excellent 0-1 errors. 4 pts Very Good 2 errors. 3 pts Satisfactory 3-4 errors. 2.5 pts Needs Improvement 5-6 errors. 0 pts Unsatisfactory More than 6 errors.	/ 5 pts
Discussion late penalty deductions view longer description	0 pts No Points Deducted Posts submitted on time; no points deducted. 0 pts Points Deducted -(10% points calculate the point deduction for the assignment) for initial posts entered after Wednesday

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STANDARD 5A. COORDINATION OF CARE

The psychiatric-mental health registered nurse coordinates care delivery.

Competencies

The psychiatric-mental health registered nurse (PMH-RN):

Coordinates implementation of the plan.

Manages the patient’s/client’s care to maximize individual recovery, well-being, and quality of life.

Assists the patient/client in identifying options for care.

Communicates with the patient/client, family, and health care systems during transitions in care.

Advocates for the delivery of dignified and humane care by the interprofessional team.

Documents the coordination of care.

Additional Competencies for the Graduate-Level Prepared Psychiatric-Mental Health Registered Nurse, Including the APRN

The graduate-level prepared psychiatric-mental health registered nurse, including the APRN (PMH-APRN):

Provides leadership in the coordination of interprofessional health care for integrated delivery of care and treatment services.

Synthesizes data and information to prescribe necessary system and community support measures, including environmental modifications.

Coordinates system and community resources that enhance quality and effectiveness across continua of care.

STANDARD 5B. HEALTH TEACHING, HEALTH LITERACY, AND HEALTH PROMOTION

The psychiatric-mental health registered nurse employs strategies to promote health and a safe environment.

Competencies

The psychiatric-mental health registered nurse (PMH-RN):

Provides health teaching (in individual or group settings) to promote stabilization of symptoms, the process of recovery, well-being, and mental health literacy. The teaching is related to the patient’s/client’s needs, individual goals, and the patient’s/client’s situation that may include, but is not limited to, mental and behavioral health problems, psychiatric and substance use disorders, treatment regimens and self-management of those regimens, coping skills, relapse prevention, self-care activities, resources, conflict management, problem-solving skills, stress management and relaxation techniques, and crisis management.

Promotes health literacy by using health promotion activities and health teaching methods appropriate to the situation and the patient’s/client’s preferences, values, beliefs, health practices, developmental level, learning needs, readiness and ability to learn, language preference, spirituality, culture, and socioeconomic status.

Integrates current knowledge, evidence-based practices, and research regarding psychotherapeutic educational strategies and content.

Engages patient/client alliances, such as peer specialists and advocacy groups, as appropriate, in health teaching and health promotion activities.

Identifies community resources to assist and support health care consumers in using prevention and mental health care services.

Seeks individual patient/client feedback and evaluation of the effectiveness of strategies utilized and learning achieved.

Provides anticipatory guidance to individuals and families to promote mental health and to prevent or reduce the risk of psychiatric disorders.

Additional Competencies for the Graduate-Level Prepared Psychiatric-Mental Health Registered Nurse, Including the APRN

The graduate-level prepared psychiatric-mental health registered nurse, including the APRN (PMH-APRN):

Synthesizes empirical evidence on risk behaviors, learning theories, behavioral change theories, motivational theories, culture, epidemiology, and other related theories and frameworks when designing health information and patient/client education.

Educates patients/clients and significant others about intended effects and potential adverse effects of treatment options and regimens.

Provides education to individuals, families, and groups to promote understanding and effective management of overall health maintenance, mental health and symptom challenges, and psychiatric and substance use disorders.

Uses knowledge of health beliefs, practices, evidence-based findings, and epidemiological principles, along with the social, cultural, and political issues that affect mental health in the community to develop health promotion strategies.

Designs health information and patient/client education appropriate to the patient’s/client’s developmental level, learning needs, readiness to learn, and cultural values and beliefs.

Evaluates health information resources, such as the internet, in the area of practice for accuracy, readability, and comprehensibility to help patients/clients access quality health information.

Engages with the PMH-RN in curriculum and program development in the areas of health teaching and health promotion in clinical practice settings.

Engages in lifelong learning to remain current about psychiatric-mental health-related content and a variety of culturally congruent teaching strategies to support and promote effective patient/client learning.